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Products and Processes (Grade 3, Term 4: PLant and Earth Materials) -…
Products and Processes (Grade 3, Term 4: PLant and Earth Materials)
Natural Science
Plant-Based Raw Materials (Sugarcane growth and properties)
Key Concept: Plants grow from the earth, and parts like sugarcane stalks contain natural juices that can be harvested (DBE, 2011: 57).
Inquiry Activity: Learners touch, observe, and smell raw sugarcane pieces and refined sugar, noting differences in texture and state (Naudé & Meier, 2025: 112).
Question: "Can you describe what it feels like?"
Earth-Based Materials(Clay and soil properties)
Key Concept: Natural materials from the earth have distinct properties such as texture, moisture retention, and plasticity (DBE, 2011: 57).
Inquiry Activity: Learners investigate wet clay and dry soil samples, comparing how they feel, smell, and respond to water.
Question: "What do these items have in common and where do they come from?"
Technology
Processing Plant Materials (Sugar productions)
Key Concept: Raw materials undergo manufacturing processes (such as crushing, boiling, and crystallizing) to become useful everyday consumables (DBE, 2011: 57).
Inquiry Activity: Learners observe picture cards or a video showing how sugarcane is crushed and boiled in a factory to produce sugar (Naudé & Meier, 2025).
Question: "How do we get sugar from sugarcane?"
Manufacturing and Construction (Brick-making)
Key Concept: Technology uses tools and processes (molding, drying, and firing) to transform soil/clay into durable building products (DBE, 2011: 57).
Inquiry Activity: Examine sun-dried versus fired bricks and discuss how molding and heat change soft clay into a hard building block.
Question: "How do we get bricks from clay?"
Social Sciences
Workers and Industries (Agricultural and manufacturing roles)
Key Concept: People in our community work in different economic sectors (farming and manufacturing) to transform raw materials into products we need (DBE, 2011: 57).
Inquiry Activity & Questions: Learners discuss the roles of farmers, factory workers, and brickmakers in their local community (Naudé & Meier, 2025).
Question: "Who are the workers involved in making these products?"
Community Use and Resources (Shelter and food consumption)
Key Concept: Different communities rely on natural resources and manufactured goods differently for daily nutrition and shelter (DBE, 2011: 57).
Inquiry Activity: Learners draw and share how their community uses sugar for food and bricks for building houses.
Question: "How do communities use sugar and bricks differently?"